Examination of the relationship between the interpersonal problem solving skills and assertiveness levels of teacher candidates, who received and not received art training

In this research, it has been aimed to examine the relationship between the problem solving skills and assertiveness levels of students, who receive/don't receive art education in the faculty of education, and whether these two variables change according to the gender, grade differences, and attended school. The study group of the research is consisted of 500 students between the ages of 18-30, who attend the school at the first, second, third and forth grades in the fine arts, music, physical education, computer, Turkish, social sciences, pdr, preschool, mathematics, physical sciences and primary school teaching departments of the Faculty of Education between the years of 2018-2019, and who are volunteer to answer the scales used in the research. Purposeful sampling method is used in the determination. This research, which is made for revealing the relationship between the problem solving skills and assertiveness levels of students who receive/don't receive art education in the faculty of education, and whether these two variables change according to the gender, grade differences, and attended school, is a research suitable to the relational screening model. Data analysis has been made in the SPSS 20.00 statistical package programs. Descriptive statistics related to the variants, correlation and variance analysis have beentested by using the SPSS 20.00 program. Purpose of the research is tested at the level of ,05 significance level. Unpaired t test has been used for finding a significant difference between the frequency distributions according to the demographic attributes of the participants and their assertiveness levels according to their genders. Moreover, t test has been also used for finding a significant difference between the interpersonal problem solving skills of students according to their genders. With relation to the grade level and attended school variant of students, single direction variance analysis (ANOVA) has been used for examining the relationship between the assertiveness and interpersonal problem solving skills of students. Pearson's Correlation coefficient test has been used for testing the relationship between the interpersonal problem solving skills and assertiveness levels of students. The relationship between the problem solving skills and assertiveness levels of students, who receive/don't receive art education in the faculty of education, and whether these two variables change according to the gender, grade differences, and attended school has been examined in this research. As a result of the research, it has appeared that there isn't a significant difference concerning the gender and grade variable. However, it has been determined that there is a significant difference in the interpersonal problem solving points between some departments according to the department variables. A low and middle-level non-significant relationship has been determined in the Correlation Analysis that is made for examining the relationship between the assertiveness and interpersonal problem solving skills of students, who receive/don't receive art education. Finally, a significant difference could not be found according to the T-test results, which is made for determining the relationship between the students who receive and don't receive art education, in terms of assertiveness and interpersonal problem solving skills. Key Words:Interpersonal Problem Solving, Assertiveness, Art, Art Education